Related Service providers in Transition A Webinar by the: National Secondary Transition Technical Assistance Center NSTTAC NSTTAC, Rudd, Kertcher, Doty,

NSTTAC, Rudd, Kertcher, Doty, Flynn & Ray 2015

Related Service providers in TransitionA Webinar by the:

National Secondary Transition Technical Assistance Center

NSTTAC


PresentersModerator: Laurie Ray, MPT, PhD >[email protected] (NC)Physical Therapy Consultant, NC DPI & Associate Professor, UNC-Chapel Hill

Speakers: Toni Doty, PT, PhD, PCS >[email protected] (OH)Physical Therapist for Kent City Schools & Adjunct Professor, Walsh University Perry F. Flynn, CCC/SLP >[email protected] (NC)Speech/Language Pathology Consultant, NC Dept. of Public Instruction & Associate Professor, UNC-Greensboro Emily Kertcher, PhD, OTR/L >[email protected] (NC) Assistant Professor, UNC-Chapel Hill Linda Q. Rudd, M.Ed., OTR/L >[email protected] (AZ)Transition Services Coordinator, Peoria Unified School District

Special Thanks to Catherine Fowler & David Test, NSTTAC


Course ObjectivesI CAN. . . . Provide data regarding postsecondary outcomes for

people with disabilities

Explain the legislative requirements in IDEIA regarding transition planning and services

Identify theoretical considerations for therapist involvement in transition

Explain the value of my participation in Transition to help students achieve their self-determined plans for the future

Utilize additional resources to expand my knowledge of Transition services.


Transition Overview Employment Post-Secondary Education Independent Living Self-Determination and Advocacy Community Engagement


The Value of WorkIt is well understood that employment has a positive impact on quality of life

Income Feeling of productivity and value Social network Personal identity Development of skills Self-esteem, self-reliance, self-determination

Barrier of Disability

Despite substantial financial investment in public education for students with disabilities,

This population. . . Is grossly under or unemployed

Is more likely to live below the poverty level

Is more often dependent on government assistance

Is less likely to be engaged in the communityNSTTAC, Rudd, Kertcher, Doty, Flynn & Ray 2015


Labor ForceAs of Sept. 2014 - US Bureau Of Labor

82% of people with disabilities of working age, were either unemployed or had not entered the workforce

As compared to

35% of people without disabilities of working age


Unemployment RatesAs of September 2014 – US Bureau of Labor

Unemployment rate for people with disabilities was 12%

As Compared to

5.5% for non-disabled peers


Education OutcomesAccording to the National Center for Education Statistics - US Department of Education

In the 2011-2012 SY 61% high School students with disabilities

earned regular high school diplomas within 4 years

As compared to 80% of non-disabled peers


Efforts to improve outcomes

Legislative Acts Executive Orders National Initiatives Organizations

Influencing laws, policies, research, and promoting interagency collaboration and

community education.


Balancing Access & AbilitiesDisability initiatives and Federal legislation

are working together to build

Awareness of abilities Physical and Social Access Coordination of support services Policies that promote recruitment, retention

and integration in employment Results-oriented education

Public EducationLaws governing public education have evolved

from a narrow focus on access to a

broader inclusion of outcomesThis is reflective of the values and needs of a

changing society



IDEIA 2004 Most recent revision and reauthorization of IDEIA

includes a General Purpose statement and strengthens the language of Access to the general curriculum, Participation in the least restrictive environment, and Transition planning and Services

Mandates of the IDEIA 2004 Align with education standards to promote College

and Career Readiness for all students

IDEIA 2004 Purpose To ensure that all children with disabilities

have available to them a free appropriate public education that emphasizes special education and related services designed to meet their unique needs and prepare them for further education, employment, and independent living;



Education Outcome MeasuresSpecial education services are monitored by the

Office of Special Education Programs (OSEP)

Responsible for ensuring implementation of IDEA Assess compliance and outcomes through Indicators

4 of 18 indicators are focused on high school Transition Indicator 1: Graduation rate Indicator 2: Drop-out rate Indicator 13: Transition Services for youth 16 and up Indicator 14: Post School Outcomes


In-School AccountabilityBeginning no later than the first IEP to be in effect by

a student’s 16th birthday, the IEP must include Transition services.

INDICATOR 13

Documentation of Transition services has 8 mandatory components

100% of IEPs for youth 16 and above MUST have Transition services included


Transition Services- DefinedDefined as in Sec. 300.43 Means a coordinated set of activities for a child with a

disability that is designed to be a results oriented process focused on improving the academic and functional and achievement of the child with a disability to facilitate the child’s movement from school to employment, continuing and adult education, adult services, independent living or community participation

Based on child’s individual needs and takes into account the child’s strengths, preferences and interests


Includes Instruction Related Services Community Experiences The development of employment and other

post-school adult living objectives and; If appropriate, acquisition of daily living skills

and provision of functional vocational evaluation.

Related Services IDEIA mandates related services for students

with disabilities, when needed for the student to benefit from special education

Related services include: Occupational Therapy Physical Therapy Speech Language Therapy and much, much more…

Transition is Special EducationNSTTAC, Rudd, Kertcher, Doty, Flynn & Ray

2015

Transition Team

Commonly Includes

Core IEP Team Members: Parents Educators Administrators

Required to invite: Students

Often overlooked Outside agencies that

may provide transition support as an adult

Related Service Providers



Therapists have Skills to support Transition for youth

Occupational, Physical, and Speech Language Therapy are health care professions,

dedicated to helping people achieve independence

and satisfaction in all areas of life;

Through the use of therapeutic activities designed to develop, promote or restore functional abilities

and/or prevent injury or loss of skills,

therapists help clients live life to the fullest

Therapy in other Settings

Rehabilitation Centers Skilled Nursing Facilities Outpatient Clinics Home Health Community Centers Hospitals Business settings Mental Health Facilities _Public Schools___

We need to add school-based practice to this list!!

In more prevelant therapy settings, therapists work with individuals to develop skills for employment, self-care, home management, community integration and preparation for further training and education.


Limited Participation in Transition

Despite having the skills and knowledge to support active engagement in

employment, education and independent living,

therapists do not routinely provide

Secondary Transition Services

to high school youth.


Why are therapists not routine members of Transition Teams?

Research suggests a combination of factors:

• Lack of knowledge and/or support of administration

• Limited understanding by the teachers of the role therapists can serve

• Limited knowledge by the therapists of Transition service requirements and documentation

• Therapists tend to follow a traditional medical model of intervention or limit interventions to school campus

(Doty et al, 2010; Flexor et al, 2007; Kardos & White: 2005, 2006; Mankey: 2011, 2013)


Limited Understanding of Role Therapies are directed at remediating deficits

Therapists are often linked to a specific sub-skills and/or populations of students

Therapy services are generally discontinued or decreased before student reaches high school

Teachers and administrators are unaware that therapists have specialty training to support preparation for employment and independent living



Limited Knowledge of Transition

Therapists are not aware of the Transition requirements of IDEIA

Therapists do not routinely attend high school IEP meetings

When provided with information about Transition, therapists believe they could support students, but they are not aware of how to make relevant contributions to the plan

Models of PracticeMedical Model Social Model

Belief that Disability is the problem and needs to be fixed; individuals are impaired

Recognition that disability is a problem existing in the culture,

environment or attitudes of others, not within an individual


"We know that equality of individual ability has never existed and never will, but we do insist that equality of opportunity still must be sought."

Franklin D. Roosevelt


International Classification of Functioning (ICF) Model as a Framework in School Therapy

replace image

A model of intervention that balances person and environmental considerations

Health Condition (Disorder or Disease)

Participation (Restrictions)

Activities (Limitations)

Body Structures & Function (Impairments)

Environmental Factors

Personal Factors

Contextual Factors


All Youth are TransitioningStudents with disabilities will eventually leave

the supports of Public Education

We, the one's who are challenged, need to be heard. To be seen not as a disability, but as a person who has, and will continue to bloom.

To be seen not only as a handicap, but as a well intact human being.-- Robert M. Hensel



School-based therapists should be concerned about…..

life outcomes for students with disabilities Employment rates Financial security Independent living Community involvement Social network and life satisfaction

Youth with Disabilities

have

hopes & dreams

for the future too!



Transition ServicesTo help them get there,

IDEIA outlines a series of sequenced and timely events that reflect an ongoing process of exploration and assessment

Beginning no later than the first IEP in effect on a student’s 16th birthday,

the IEP must include…


Documentation of Transition1. Goals for after high school in the areas of:

(measureable postsecondary goals - MPG) Employment Education and/or Training Independent living (if needed)

2. A high school course of study (4 year plan) includes classes to reasonably enable the child to

achieve his/her postsecondary goals


Documentation of Transition3. Summary of age appropriate assessment which

provides evidence that the postsecondary goals are based on students interests, strengths and preferences

4. Transition Activities (a.k.a action steps) designed to move the student towards the attainment of their goals

5. Evidence the student was invited to attend the IEP meeting when Transition is discussed


Documentation of Transition6. IEP goals that will support progression towards a

students postsecondary goals

7. Coordination with outside agencies that may support a student upon graduation, after obtaining parents permission

8. Evidence that the postsecondary goals were updated annually as a result of ongoing assessment and reflection.

Transition is a Process Cycle of continued

exploration and development

Creates an opportunity for self-discovery

Intended to prepare the student’s to make the transition from the world of school to adult living

Therapy is a Process too… NSTTAC, Rudd, Kertcher, Doty, Flynn & Ray

2015

Starts with assessment to define a students interests, preferences and strengths

Leads to development of goals for after high school

Plan of Action Includes activities and course of study that will reasonably allow the student to reach their goals,

Includes the collection of data from school and community to monitor progress

Data leads to refinement or revision of the goal to reflect newly identified strengths, interests or preferences

Starts with assessment to define client values, needs and current performance

Leads to development of goals for therapy

Therapy intervention plan includes therapeutic activities and patient education to reach goals

Requires ongoing progress monitoring in therapy and in the community

Data leads to refinement or revision of goals and interventions based on clients response to therapy

PROCESS OF TRANSITION

PROCESS OF THERAPY



Transition Planning can improve outcomes

Teach self-help and life skills needed to live independently

Provide instruction and practice for the skills needed to gain employment

Facilitate connection with adult service agencies

Prepare students to access post-secondary education and training programs

Examples include……

Age appropriate assessment Activities Access to course of study, work, community and home IEP Goals and services to develop skills

for future employment, to access postsecondary education or training for independent living

Evidence to support Transition planning process Creativity and ideas

Therapists can contribute


Therapy and Transition Assessment Determine functional capabilities and limitations Environmental assessment (work, community and home) Document the significance and impact of disability Task-analyze the critical attributes of a specific job Identify student interests, sensory preferences, learning

styles, leisure & recreation skills, long-term health care needs Assess dexterity and agility, adaptability, and communication

skills relative to postsecondary goals Stage or conduct a situational assessment relative to

postsecondary goals Assess areas of strengths, interests and preferences using

formal and informal measures NSTTAC, Rudd, Kertcher, Doty, Flynn & Ray 2015

Therapy and Transition Activities Explore assistive technology and adaptive equipment to access

postsecondary environments Facilitate independent communication across environments and

conversational partners Develop therapeutic activities to build specific employment or

independent living skills Develop student skills for disability management, self-determination

and self-advocacy Connect student with community, work site, outside agencies,

organizations and/or resources for adult living Facilitate functional communication, community mobility and

environmental access Promote healthy leisure pursuits and recreational engagement Conduct an ecological evaluation of a future learning, living or work

environment Identify modifications to promote independence


Therapy and Course of StudySupport access to and participation in the general curriculum

Advocate for inclusion in classroom and school activities

Engineer communication rich environments

Identify appropriate accommodations and/or modifications

Identify assistive technology or adaptive equipment that will allow access and participation

Provide disability specific training to educational and support staff

Provide direct instruction to students and peers on appropriate social and academic communicative interactions

Make classroom environment physically accessible

Adapt instructional methods to align with students best mode of learning

Support student in development of learning-ready behaviors


Therapy and IEP Goals Collaborating to write goals that align with skills needed to

achieve postsecondary goals

Developing self-determination skills

Facilitating problem solving skills for social situations, adult living, and physical access needs

Identifying coping skills and healthy recreational pursuits

Managing self-care and health related concerns at school and in the community

Instruction in community mobility, including public transportation


Therapy and Documenting Evidence for Transition

Documentation of observations in a class or at a work site Scores and clinical analysis of performance on standard

measures relative to work skills Notes related to trials of AT and students’ reaction/response Checklists, rating scales and documentation logs that capture

a student’s interest or preference for activities or routines Rubrics-based assessments that capture critical attributes of a

task and grading of performance Documenting work-ready skills/behaviors: endurance,

tolerating positions, ability to access/use a computer, gross and fine motor coordination for job specific tasks, problem solving skills, ability to communicate, frustration tolerance, etc.



School-based Therapy Should Support Transition

Therapy can be an integral piece in Transition planning and services

What can you do next to better inform your practice and develop skills in Transition?


Next Steps

Think About

Get Involved

Learn About

Reach Out Discover

Begin thinking about the settings to which students will transition upon graduation:

4-year college 2-year community college Supported classrooms at institutions of higher education Work settings Sheltered work settings Independent living Home Supported living Volunteer settings

What skills will each student need for their work, life and/or further education?

Think About


Increase your presence in and around the high school campus, career-focused courses, extra-curricular activities and your community

Attend any and all IEPs Integrate services into the classroom Explore possible extracurricular activities Discover and support involvement in community programs and

activities Collaborate with transition teams to develop goals and design

services that are transition focused Address needs that are specific to a student’s individual

transition plan

Get Involved


Find an opportunity to learn more about Transition mandates of IDEA

Take a course online at Transitioncoalition.org Find training opportunities through your district or state

department of education Review literature published by your professional

association Review results from the National Longitudinal Transition

Study -2 Explore the NSTTAC website Join your district’s transition team or transition initiatives

Learn About



Make connections with others that have knowledge of and/or expertise in Transition

Determine the transition specialists in your district and ask for information

Share fact sheets from your professional associations with transition leads and special education directors

Make a connection with a peer through your professional association

Provide feedback to this webinar

Reach Out


Discover the movement around improving outcomes for people with disabilities

Executive Orders 13163 (2000) & 13548 (2010) Higher Education and Opportunity Act (HEOA 2008) Workforce Innovation and Opportunity Act (WIOA

2014) Employments First Initiative LEAD Initiative Campaign for Disability Employment

Discover

Other ideas for Exploration National Dropout Prevention Center National Post-School Outcome Center Office of Disability Employment Policy Office of Special Education Programs Thinkcollege.net Kessler Foundation National Disability Institute National Organization on Disability US Council on Disability Heldrich Center A Better Bottom Line Ticket to Work – Ticket to Hire Disability Employment Initiative Local Programs & Resources



Questions?

Frage?

Pregunta?

Ερώτηση?

प्रश्न?

Domanda?

質問 ?

Vraag?

Spørgsmål?


Documents

Related Service providers in Transition A Webinar by the: National Secondary Transition Technical Assistance Center NSTTAC NSTTAC, Rudd, Kertcher, Doty,